Research and Projects

The University of Texas at Austin Principalship Program faculty members are currently conducting a multi-year research study exploring ways a university preparation program can assist participants in successfully making the transition from classroom teacher into that of collaborative leader.

Paper presented at the 2010 Annual Meeting of the American Educational Research Association, Denver, Colorado
Monday, May 3, Research on Leadership Preparation Initiatives
Roundtable session 35, Sheraton Grand Ballroom Section 2

Title: Measuring Change as a Result of Program Pedagogy: An Exploration of Aspiring Leaders' Perspectives
Researchers: Elisabeth Goodnow, MA, Mark A. Gooden, Ph.D., Ann O’Doherty, Ed.D., Michelle D. Young, Ph.D.

Abstract: National attention on effective schools has focused on the issue of the quality of leadership preparation programs (Davis, Darling-Hammond, LaPointe, & Meyerson, 2005). The need for more and better-prepared principals (Hale & Moorman, 2003) raises the question of how to measure the impact of program preparation on the perspectives of aspiring leaders. While other research may rely on self-reports of perception, this qualitative study explores changes in leader identity and problem-framing through analysis of principalship program student problem-based narratives. In an earlier phase of this study, we developed continua to describe leader identity and problem-framing. Through this process we developed five leader identity categories. Three of these categories reflect leader-centric identities: leader-in-solitude, leader-dictated, and leader-driven identity. Two of the categories represent participative-centric leader identity: collaborative leader and transformative leader identity. We also created a continuum to locate participant’s problem-framing as first-order change: student and family, teacher and classroom, administrator and campus, or second-order change: capacity building and culture frames. Comparison of pre-program and end-of-program data analysis support the majority of participants included in this study exhibited movement toward participative-centric leader identity and second order change problem-framing by the end of the two-year principal preparation program.

Changing Perspectives through Purposeful Immersion into Collaborative Processes. Paper presented at the 2009 Annual Meeting of the American Educational Research Association, San Diego, CA.

Leadership Preparation: Teaching-Learning Issues and Concerns
Building: Anaheim Marriott, Room: Orange County 3

Title: Exploring Leadership Identity Through Collaborative Learning in a Preparation Program
Researchers: Michelle Young, Ph.D., Ann O’Doherty, Ed.D., Mark Gooden, Ph.D., Elisabeth Goodnow, MA
Abstract: Educational leadership preparation and development has become a key educational reform strategy to provide more and better prepared educational leaders (Hale & Moorman, 2003). This research answers the question, “What is the nature of the shift, if any, in individual perspectives as a result of purposefully designed, learning experiences delivered through a cohort model?” and describes changes in participants’ leadership identity and problem framing after completing 12 hours of an authentic problem-based learning course.

Case Study of Pleasant Hill Elementary School (Austin ISD)

The University of Texas at Austin Principalship Program 2010 Cohort conducted a case study to identify strengths, areas for improvement, and research-based recommendations for Pleasant Hill Elementary in Austin Independent School District (AISD). The cohort analyzed quantitative data, including state and district reports and collected qualitative data by interviewing administrators, teachers, support staff, parents, and community members. Three main themes emerged from the data gathered: relational trust, organizational structures, and collaboration.

Data collected by the cohort displayed an array of relational trust components. Some teachers expressed strong and trusting relationships within their school. However, the majority of the teachers indicated that they had at least one relationship in which trust was a problem. Parent interviews indicated strong, trusting relationships with the staff with few concerns in regard to the education of their children. Suggestions included conducting a book study, implementation of a trust program, and reconsideration of parent participation and support. In response to questions about the organizational structures in place at Pleasant Hill Elementary, teachers cited mentors and specialists as assets to the campus. Participants also viewed student support systems, such as the Positive Behavior System (PBS), as strengths. Teachers expressed room for growth within professional development and teacher support. Many wanted professional development that better fit their needs.

The cohort also identified collaboration as a major theme impacting Pleasant Hill Elementary. The researchers focused on vision building, team collaboration, and distributed leadership. There were strengths in the following areas: the cohesiveness of the administrative team, an existence of some team planning, and structures to facilitate teacher leadership. However, areas for growth included: the school’s vision, teacher collaboration, and authentic distributed leadership. The research-based recommendations in the study include: ensuring the vision allows for shared ownership, consistent team collaboration with the goal of student achievement, and distributed leadership empowering teachers through collaborative decision-making and teacher-led professional development.

Case Study of Pleasant Hill Elementary School

Case Study of Franklin Delano Roosevelt High School (Dallas ISD)

The University of Texas Collaborative Urban Leadership Project 2010 Dallas Cohort conducted a study of Roosevelt High School to examine the areas of campus leadership, school culture and climate, school systems, professional learning communities, parental involvement, and college and career readiness. These six themes were identified using qualitative research methodology and based upon campus data and input from key stakeholders. The literature review combined and organized these findings based on the correlations revealed in the gathered research. Synthesis of these research findings exposed leadership as the catalyst for the realization of high academic achievement.

Case Study of Roosevelt High School

Case Study of Linder Elementary

The 2009 University of Texas Principalship Cohort conducted a case study to identify strengths, areas for improvement, and barriers for Linder Elementary School in Austin Independent School District (AISD). To collect qualitative data, the cohort interviewed administrators, teachers, staff, parents, and community members. The cohort also reviewed quantitative data, including district and state reports. Three major themes emerged: Systems, Culture and Climate, and Community Outreach. The data also revealed the consistent impact communication had throughout those themes. The cohort then proposed suggestions for improvements in each area.

Case Study of Linder Elementary - English

Case Study of Sims Elementary

The 2008 University of Texas Principalship Cohort conducted a study of Sims Elementary as part
of their degree requirements for principal certification. As part of this study, both qualitative and
quantitative data were collected and analyzed to create a current story of Sims Elementary. Several
themes presented themselves through the data and these became our major areas of focus. These themes were Unity: Peer and Faculty Cohesion, Structures for Support, Parent and Community Involvement, and School Environment and Safety.

[Sims_Elem_Case_Study.pdf (english version)]

[Sims_Elem_Case_Study_Spanish.pdf (spanish version)